Distance education continues to grow in the educational community. In the video presentation Dr. Simonson states; "Distance education may be nearing its critical mass and needs to be nurtured". If distance education is to continue to be a major part of the educational community then it has to evolve and ensure that professional design practice is sound (Moller et.al.). Effective instructional design based in educational theory will lead the effort to shape institutional policies on quality standards and accreditation (Moller et.al.). Research should focus on instructional design to give proof of the effectiveness of distance education by using researched based educational theories. "The history of education is a history of so-called advances and new ideas which fail to hold up to scrutiny over time" (Huett et.al.). There needs to be a methodology of distance learning that will hold up to the scrutiny of the skeptics and naysayer on this form of teaching and learning. While higher education institutions have been the primary users of distance learning there has been an increase in this form of education in the K-12 arena. With the growth of distance education in K-12 schools, if distance education is to become mainstream course development needs to be addressed (Moller et.al.).
Conclusion
Distance education continues to be very popular and growing for adult learners, however distance education is beginning to resonant in the K-12 environment. It is convenient for students and teachers and it has far reaching implications on the educational community. Empirical research is needed to enable the professional online educators to be effective when implementing instruction online and meet the standards that are required in a traditional settings. The standards for distance education may not be identical to traditional education it has to be equivalent (Simonson).
References
Hsu, Y. C. & Shiue, Y. M.(2005). THE EFFECT OF SELF-DIRECTED LEARNING READINESS ON ACHIEVEMENT COMPARING FACE-TO-FACE AND TWO-WAY DISTANCE LEARNING INSTRUCTION, International Journal of Instructional Media. New York: Vol. 32, Iss. 2; pg. 143, 14 pgs. retrieved from: http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=10&did=1042097821&SrchMode=3&sid=2&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220991699&clientId=70192&aid=1&cfc=1
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67. retrieved from: http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=2&hid=104&sid=d192f111-8723-4efc-9125-0be938b6f1ae%40sessionmgr102
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719. retrieved from: http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=2&hid=104&sid=5ff488c5-2122-4c5e-bdf9-d54b10d943ff%40sessionmgr103.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516. retrieved from: http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=2&hid=108&sid=bd3994ce-0bb0-4141-a455-9be7b61f192f%40sessionmgr103.
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Henry,
ReplyDeleteYou said, "There needs to be a methodology of distance learning that will hold up to the scrutiny of the skeptics and naysayer on this form of teaching and learning." I believe that is very succinct and to the point. I have many colleagues who shy away from advances in technology and are skeptics of the "online learning thing," because of the very history of the introduction of failed or semi-effective technological programs in the past. Who do we find to pilot the innovations that are not already sold on the idea of technology? In studying diffusion of innovations, one point stands out to me. We need those who would influence the culture of learning enough to convince the skeptics…
George
P.S. Great Post!
Henry,
ReplyDeleteYou mentioned that distance education is convenient for learners and stressed the need for research-based strategies to inform instruction and learning in the online environment. Since convenience does not guarantee quality, research is really needed to determine best practices in distance education. Many of us who study in this non-traditional setting often speak of the flexibility to study whenever and wherever as the major reason we chose this form of learning over the traditional classroom. I have had to explain the "whenever" and wherever of studying in this setting to some of the people who question the legitimacy of distance education. First of all, many people think that online students can take as long as they want to complete a course and are very taken aback when I show them a syllabus as evidence that we follow a regular semester or quarter-based program where students must complete a course within that time period or fail to meet the requirements and have to re-sit the course just as they do in the traditional setting. Public relations in distance education needs to move beyond the concept of distance education as merely a convenient way of learning to stressing the quality indicators of this mode of learning.
Henry,
ReplyDeleteI agree that education is in the critical mass stage and should be looking for ways to improve online instruction. Online instruction should consist of all modes of differentiated instruction to give all types of learners a chance to be successful. In our classroom we have many types of learners and are forced to offer many different ways for students to learn. I think that if college does not find a way to differentiate then more students will be less successful in online learning and drop out of college.